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Biopsychosocial Model Person in Environment System task
Biopsychosocial Model, Person-in-Environment System
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Question Description
Biopsychosocial Model, Person-in-Environment (PIE) System, and Bronfenbrenners Ecological Theory
Prior to completing this assignment, please review the Week 1 required readings (textbook, articles, videos, and Instructor Guidance) that cover the three theories used for this assignment. When researching journal articles for this assignment, please use these search terms for best results: Biopsychosocial Model, Person-in-Environment system, and Bronfenbrenners Ecological Theory or Bronfenbrenners Ecological
Model. When preparing your PowerPoint presentation, you may want to do a Google or YouTube search for How do I ____ (add Speakers Notes, quote in APA, change a design, change colors, etcetera) in PowerPoint.
Scenario: You have been asked to speak to an audience on the importance of the social factors affecting ones experience of life. For this presentation, create an interesting and educational PowerPoint presentation, which contains a critical narrative that integrates aspects of the various theories with your individual sociocultural experiences.
To begin, create a PowerPoint presentation of 10 to 12 slides (excluding title and reference slides). Research each theory fully so you can effectively synthesize information relevant to these topics. Your presentation must include three scholarly sources that are cited in APA format as outlined in the Ashford Writing Center. For help with finding scholarly resources for your presentation view the tutorial on searching for
articles from the Ashford University Library.
Please include the following in your presentation.
Include a succinct thesis statement for your presentation.
Choosing one of the SOC313 Family members, provide a thorough description of the health condition, and describe how the condition affects the person physically and mentally.
Provide a thorough explanation as to how the condition affects their meso-level and exo-level interactions.
Compare and contrast the three developmental theories in your presentation. Discuss the similarities and differences in each theory. There will be three comparisons (Bronfenbrenner to PIE, Bronfenbrenner to Biopsychosocial, and PIE to Biopsychosocial).
Incorporate appropriate images, tables, graphs, or other visuals as necessary.
Must end with a conclusion that reaffirms your thesis.
Follow directions below regarding information to be placed on the slides versus what is included in the Speakers Notes section below each slide.
Please observe these general guidelines for your visual presentation. This link contains tips for basic guidelines of slide presentations. Additionally, this website offers tips for creating effective and interesting slide presentations.
Slides should be sequenced and organized clearly.
Slides should show a clear and logical progression of ideas.
Slides should include a maximum of five bullet points or short sentences, not dense paragraphs. The information that explains each bullet point is conveyed via Speakers Notes. Speakers Notes are the typed notes that appear in the box below the slide that complement the presentation slides. Whereas the slides have short bulleted items, the Speakers Notes will contain more details. They are essentially what the
presenter will say during a presentation to an audience to explain the bulleted points and any images, graphs, data summary, and/or animation on the slide. It is important that the Speakers Notes are concise and detailed when explaining the points.
Slides should include relevant visuals such as images, graphs, tables, data summaries, sound, and/or animation that enhance understanding of concepts, ideas, and relationships.
When using sourced material, follow APA as you would for discussions or other written assignments, using quotation marks at the beginning and end of verbatim material, a citation, and a corresponding reference on the reference slide.
The presentation as a whole should include a consistent theme, format, and font to assist with readability.
The slideshow needs to be visually engaging. For assistance with designing the visuals for your presentation, view the PowerPoint Best Practices tool. Remember, this presentation is for an audience. You want to include far more details in the Speakers Notes section than on the slide so the audience members focus on the presenter, not the presentation.
All sources used within the presentation must be cited properly within the slides and included on the required reference slide, which will be the last slide of the PowerPoint presentation. You must include a reference slide when you submit your PowerPoint presentation.
Creating the Presentation
The PowerPoint presentation:
Must be 10 to 12 slides (excluding title and reference slides).
Must include a title slide with the following:
Articles
Johnson, S. B. (2013). Increasing psychologys role in health research and health care. American Psychologist, 68(5), 311-321. doi:10.1037/a0033591. Retrieved from the the EBSCOhost database in the Ashford University Library.
This article discusses the paradigm shift from the biomedical model of health care to the movement toward a Biopsychosocial Model. Encouragement is given for the field of psychology to embrace this paradigm.
Accessibility statement: http://support.ebsco.com/knowledge_base/detail.php?id=998
Privacy statement: http://web.a.ebscohost.com.proxy-library.ashford.edu/ehost/external?sid=390a55a9-482a-4df9-8177-a76714a8e1c3%40sessionmgr4001&vid=2&hid=4101
Kondrat, M.E. (2013) Person-in-environment. Retrieved from http://www.oxfordbibliographies.com/view/document/obo-9780195389678/obo-9780195389678-0092.xml
Summary of the Person-In-Evnvironment system.
Accessibility statement does not exist.
Privacy policy: http://www.oxfordbibliographies.com/obo/page/PrivacyPolicy/privacy-policy;jsessionid=B6B8CBC8B5C0A4C5864B106C789FE950
Margalit, A., Glick S., Benbassat, J. & Cohen, A. ( 2004). Effect of a biopsychosocial approach on patient satisfaction and patterns of care. Journal of General Internal Medicine 5(Pt 2), 485491. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1492324/
This article reviews the positive impact of Biopsychosocial Model on health in health care.
Accessibility statement: https://www.nlm.nih.gov/accessibility.html
Privacy statement: https://www.nlm.nih.gov/privacy.html
Saleebey, D. (1992). Biologys challenge to social work: Embodying the person-in-environment perspective. Social Work, 37(2), 112-118. Retrieved from the EBSCOhost database in the Ashford University Library.
This article reviews the challenge to social workers to include the bio component (of Biopsychosocial) in more than a superficial manner and truly utilize the Person-in-Environment system.
Accessibility statement: http://support.ebsco.com/knowledge_base/detail.php?id=998
Privacy statement: http://web.a.ebscohost.com.proxy-library.ashford.edu/ehost/external?sid=390a55a9-482a-4df9-8177-a76714a8e1c3%40sessionmgr4001&vid=2&hid=4101
Schneiderman, N. (2004). Psychosocial, behavioral, and biological aspects of chronic diseases. Current directions in Psychological Science (Wiley-Blackwell), 13(6), 247-251. doi:10.1111/j.0963-7214.2004.00318.x. Retrieved from the EBSCOhost database in the Ashford University Library.
This article reviews some of the behavioral, psychosocial, and societal risk factors that have been associated with chronic diseases. Findings indicate that lifestyle, stress, and psychological status seem to ameliorate the associated difficulties.
Accessibility statement: http://support.ebsco.com/knowledge_base/detail.php?id=998
Privacy statement: http://web.a.ebscohost.com.proxy-library.ashford.edu/ehost/external?sid=390a55a9-482a-4df9-8177-a76714a8e1c3%40sessionmgr4001&vid=2&hid=4101
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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